Unit 2: Relationships
Unit 2 Group Popplet
Studio 1:
Mary Cassatt
Portraiture: Printmaking
September 19, 2013
Studio 2:
Rene Magritte
Surreal Journey Postcards
September 26, 2013
Studio 3:
Do-Ho-Suh:
Pop-Up Homes and Habitats: Mixed Media
October 10, 2013
Unit 2 Reflection:
All of the studios that we did during this unit were all projects that I would integrate into my classroom work. Each studio would give the teacher an insight into the important relationships that are in each of our students' lives, and all of them can really have some great creative writing assignments that can go along with them.
The first studio about Mary Cassatt related to relationships really well because we were able to get our own pictures or one off of the internet that represented a key relationship in our lives. I loved being able to experiment with frottage and foam block prints and the different materials to create a piece of art using a picture. I was able to make a piece of art about my sister that really shows how much I love her and how I am always right beside her no matter how far away I am from her. Bang (2000) stated that there is "some basic connection between emotions and how we see pictures," and this picture of my sister elicits a great emotion about how much I love her and no matter what we will always be together as sisters (p. 7). I would love for my students to be able to bring in their family pictures and utilize their creative writing and words to have words on their art that really envelops the what the artist is trying to say in the piece and about the relationship that they are trying to portray.
The second studio was about the artist Rene Margritte, who used surrealism in her art. This really related to the theme relationships because it dealt with making sense out of different pictures that relate to one another in not only relationship, but in color and image. I loved this studio because it was so much fun letting other people add to your artwork and then organizing the pieces together to make a piece of art. I loved that it was a postcard and it utilized their creative writing as well and the students were able to write to someone about how the postcard somehow portrays a relationship they have to a person, place, or thing. It was very cool and I would definitely use this idea in my classroom because I think the kids would absolutely love it!
The third studio was also great, as well, because we were to create a piece of art that represented our home much like Do-Ho-Suh created pieces of art to take with him that made him feel like home was always with him. This related perfectly to the relationships that we have with our family, the place, or state of mind that we consider "home" or our relationship to what one identifies as "home" to them. We created pop-up houses that represented our home. I loved thinking up ways to represent my home and realized that home is where ever my family is. My family and I love love going to a special place in the mountains that normally is in a cabin that we all go to meet up when I am in school. My mom loves making fires with firewood in the fireplace and the fireplace envelope just represents a fire going at the center of my home and the place that all my family gather. Pink (2005) stated, "that is the essence of the aptitude of Story-- context enriched by emotion" and knowing the context of the fire creates the emotional pull that I have between my family and the meaning the fire has in my artwork (p.103). Being with my family always makes me feel comfortable and warm and it is a love that will never burn out. I will definitely put this into my lesson plan so that I can get more insight into my students and what they consider "home" and what is important to them. I also think they would love the idea of a pop-up book and envelope.
References:
Bang. Molly. (2000). Picture This: How Pictures Work. San Francisco:
Chronicle Books.
Pink, D. (2005). A whole new mind. New York: Riverhead Books.
All of the studios that we did during this unit were all projects that I would integrate into my classroom work. Each studio would give the teacher an insight into the important relationships that are in each of our students' lives, and all of them can really have some great creative writing assignments that can go along with them.
The first studio about Mary Cassatt related to relationships really well because we were able to get our own pictures or one off of the internet that represented a key relationship in our lives. I loved being able to experiment with frottage and foam block prints and the different materials to create a piece of art using a picture. I was able to make a piece of art about my sister that really shows how much I love her and how I am always right beside her no matter how far away I am from her. Bang (2000) stated that there is "some basic connection between emotions and how we see pictures," and this picture of my sister elicits a great emotion about how much I love her and no matter what we will always be together as sisters (p. 7). I would love for my students to be able to bring in their family pictures and utilize their creative writing and words to have words on their art that really envelops the what the artist is trying to say in the piece and about the relationship that they are trying to portray.
The second studio was about the artist Rene Margritte, who used surrealism in her art. This really related to the theme relationships because it dealt with making sense out of different pictures that relate to one another in not only relationship, but in color and image. I loved this studio because it was so much fun letting other people add to your artwork and then organizing the pieces together to make a piece of art. I loved that it was a postcard and it utilized their creative writing as well and the students were able to write to someone about how the postcard somehow portrays a relationship they have to a person, place, or thing. It was very cool and I would definitely use this idea in my classroom because I think the kids would absolutely love it!
The third studio was also great, as well, because we were to create a piece of art that represented our home much like Do-Ho-Suh created pieces of art to take with him that made him feel like home was always with him. This related perfectly to the relationships that we have with our family, the place, or state of mind that we consider "home" or our relationship to what one identifies as "home" to them. We created pop-up houses that represented our home. I loved thinking up ways to represent my home and realized that home is where ever my family is. My family and I love love going to a special place in the mountains that normally is in a cabin that we all go to meet up when I am in school. My mom loves making fires with firewood in the fireplace and the fireplace envelope just represents a fire going at the center of my home and the place that all my family gather. Pink (2005) stated, "that is the essence of the aptitude of Story-- context enriched by emotion" and knowing the context of the fire creates the emotional pull that I have between my family and the meaning the fire has in my artwork (p.103). Being with my family always makes me feel comfortable and warm and it is a love that will never burn out. I will definitely put this into my lesson plan so that I can get more insight into my students and what they consider "home" and what is important to them. I also think they would love the idea of a pop-up book and envelope.
References:
Bang. Molly. (2000). Picture This: How Pictures Work. San Francisco:
Chronicle Books.
Pink, D. (2005). A whole new mind. New York: Riverhead Books.